Directory

Degrees

• Ph.D., Educational Leadership, University of Dayton, 2007
• M.Ed., Educational Leadership-Principal Licensure, University of Dayton, 1998
• B.S., Elementary Education, Baldwin-Wallace College, 1992

Courses Taught

• EDT 109 Personal Aspects of Teaching
• EDT 110 The Profession of Teaching
• EDT 110L The Professional Teaching Lab
• EDT 112 Advanced Aspects of Professional Education
• EDT 318 Urban Teacher Academy Junior Seminar
• EDT 322 Perspectives on Education and Social Justice
• EDT 418 Urban Teacher Academy Senior Seminar
• EDT 500 Models of Teaching (graduate course)
• EDT 507 The Profession of Teaching (graduate course)
• EDT 507L The Professional Teaching Lab (graduate course)
• EDT 659 Classroom Management (graduate course)
• EDT 952 Intercultural Proficiency and Diversity Inclusion (doctoral course)
• EDT 963 Building Learning Communities (doctoral course)

Professional Activities

• Global Community Unity for Equity, President (2024-present)
• North American Community: Uniting for Equity Chapter Board Member, 2014-present
• American Association of Colleges for Teacher Education (AACTE) Programmatic Advisory Committee on Membership Development and Capacity Building, Committee Member/Co-Chair (2023)
• Fellow, Institute for Teachers of Color (ITOC) September 2022 – June 2023
• Dayton Daily News, Community Advisory Board (2020-present)

Research Interests

• Culturally Responsive & Sustaining Educational Practices
• Social Emotional Learning
• Teacher Dispositions and Development
• Urban education
• Urban teacher preparation
• Teacher Dispositions and Development

Selected Publications

Wright Fields, C., McIntosh, N., & Nenonene, R. (under contract & in progress). A globalized pedagogical framework in teacher education: Developing borderless practices, advocacy, and activism. Book proposal to Rowman & Littlefield.

Holbert, R., Reyes, G., Flick, B., Bowman, C., Clements, T., Schwartz, T., Agiro, C., McIntosh, N., Nenonene, R., & Sumerfield, S. (Accepted/Publication Pending). Diversification of the educator workforce: Toward communities of practice and integrated networks of Care. Multicultural Learning and Teaching.

Bogard, T. & Nenonene, R.L. (2024). Social Emotional Learning. In Reiser, R., Carr-Chellman, A., Dempsey, J. (Eds.), Trends and Issues in Instructional Design and Technology, 5th Edition (Chapter 12), Routledge. 

Nenonene, R., Mcintosh, N., & Bradshaw, R.D. (2023).  Disrupting and transgressing the canon: Including BIPOC voices. Bailey, I., Sperry Garcia, C., & Sotomayor, L. Eds. BIPOC Alliances: Building Communities and Curricula for the Curriculum & Pedagogy. Information Age Publishing.

McIntosh, N. & Nenonene, R. (2022). Developing Culturally Responsive Antiracist Activists. Browne, S. & Jean-Marie, G., Eds. Reconceptualizing Social Justice in Teacher Education: Moving to Anti-racist Pedagogy. Palgrave Macmillan.

Nenonene, R., McIntosh, N. & Vasquez, R. (2021). Faculty of color and collective memory work: An examination of intersectionality, privilege, and marginalization. Understanding and Dismantling Privilege, XI (2), p. 1-21.

Nenonene, R. (2021). When a pandemic becomes a cure: Urban districts addressing inequities during COVID. Journal of Interdisciplinary Education, 17(1), 41-65.

McIntosh, N., & Nenonene, R. (2020). In this spirit: Helping preservice teachers thrive during the pandemic through adaptation and change. Journal of Catholic Education, Special Issue COVID-19 and Catholic Schools. DOI: https://digitalcommons.lmu.edu/ce_covid/11

Nenonene, R. (2019). Seeing Africa through the eyes of an educator. Myth and Reality: Reflections on Our Travels through West Africa, 43-52. University of Dayton: Dayton doi.https://ecommons.udayton.edu/cip_ges_2019/8

Nenonene, R., Gallagher, C., Kelly, M.K. & Collopy, R. (2019). Challenges and opportunities of infusing social, emotional and cultural competencies into teacher preparation: One program’s story. Teacher Education Quarterly, 46(4), 92-115.

Selected Presentations

Ohio Confederation of Teacher Education Organizations (OCTEO) The Urban Teacher Academy: A Promising Practice that Emphasizes Leadership Qualities and Recognizes the Importance of Resiliency for All Students (October 2016).

American Association of Colleges for Teacher Education (AACTE) Graduates' Perspective of Urban Teacher Academy Preparation and Benefits to Aspiring Educational Leaders (February 2015).

North American Chapter World Council for Curriculum & Instruction (NAC-WCCI) Interdisciplinary Education Conference The Urban Teacher Academy: Graduates’ Perspective of Program Preparation and Benefits for Aspiring Educational Leaders (October 2013).

Ohio Confederation of Teacher Education Organizations (OCTEO) Urban Teacher Academy: Lessons Learned in Preparing Teachers for the Urban Classroom, World of Teaching and Learning (October 2012).

American Association of Colleges for Teacher Education (AACTE) Nenonene, R. & Young, P. Partnerships to Recruit and Support Prospective Teachers As they Learn to Serve Specialized Communities (February 2011).

Association of Teacher Educators (ATE) Oberlander, J., Rowley, J., Hart, P. & Nenonene, R., Collaborative Reform of the First Year Introductory Course in Teacher Education. (February 2011).

Ohio Confederation of Teacher Education Organizations (OCTEO) The Urban Teacher Academy: A university and local school collaboration (April 2005).

Ohio Valley Philosophy of Education Society (OVPES) Critical pedagogy: Concepts developed from the interpretations of contemporary theorists (September 2001).

Honors and Awards

2023 (March)
Faculty Teaching Award
School of Education and Health Sciences, University of Dayton

2019 (May)
University Faculty Service Award (Inaugural co-recipient)
University of Dayton 

2019 (May)
Alumni Merit Award
Baldwin Wallace University

2019 (April)
Faculty Service Award
School of Education and Health Sciences, University of Dayton

2019 (March)
Women of UD Honoree: Trailblazers
University of Dayton Women’s Center